alp standards
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Alternative Learning Programs and Schools
STANDARDS
and
IMPLEMENTATION PROCEDURES
North Carolina Department of Public Instruction 6350 Mail Service Center
Curriculum and School Reform Services Raleigh, North Carolina 27699-6350
Division of Middle Grades Education Phone: (919) 807-3644
School Safety and Climate Section Fax: (919) 807-3322
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STATE BOARD OF EDUCATION
The guiding mission of the North Carolina State Board of Education is that every public school studentwill graduate from high school, globally competitive for work and postsecondary education andprepared for life in the 21st Century.
HOWARD N. LEEChairman :: Chapel Hill
WAYNE MCDEVITTVice Chair :: Asheville
WALTER DALTONLieutenant Governor :: Rutherfordton
JANET COWELLState Treasurer :: Raleigh
KATHY A. TAFTGreenville
RAY DURHAMJacksonville
KEVIN D. HOWELLRaleigh
SHIRLEY E. HARRISTroy
ROBERT TOM SPEEDBoone
MELISSA E. BARTLETTStatesville
JOHN A. TATE IIICharlotte
PATRICIA N. WILLOUGHBYRaleigh
NC DEPARTMENT OF PUBLIC INSTRUCTIONJune St. Clair Atkinson, Ed.D., State Superintendent301 N. Wilmington Street :: Raleigh, North Carolina 27601-2825
In compliance with federal law, NC Public Schools administers all state-operated educational programs, employmentactivitiesand admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service,disability,or gender, except where exemption is appropriate and allowed by law.
Inquiries or complaints regarding discrimination issues should be directed to:
Dr. Rebecca Garland, Chief Academic Officer :: Academic Services and Instructional Support6368 Mail Service Center, Raleigh, NC 27699-6368 :: Telephone: (919) 807-3200 :: Fax: (919) 807-4065
Visit us on the Web:: www.ncpublicschools.org M0109
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TABLE OF CONTENTS
INTRODUCTION .............. ............... .............. .............. .............. .............. .............. ............... .............. .............. ......... ..5
EXECUTIVE SUMMARY .............. .............. .............. ............... .............. .............. .............. .............. .............. ........... .6
ALPS STANDARDS ............ ............... .............. .............. .............. .............. ............... .............. .............. ........... ..... ...... .8
THE SEVEN STANDARDSOF ALTERNATIVE LEARNING PROGRAMS.......................................................................................... 8
QUALITY INDICATORSAND EXAMPLES............................................................................................................................10
ABCS........................................................................................................................................................................18ACCOUNTABILITY MODELFORALTERNATIVE LEARNING SCHOOLSAND PROGRAMS...............................................................18
DATA COLLECTIONFORTHE ALTERNATIVE LEARNING PROGRAMSAND SCHOOLS..................................................................19
IMPACTOF SUCCESSFUL ALTERNATIVE LEARNING PROGRAMS.............................................................................................20
COMPONENTSFORCONSIDERATION.................................................................................................................................. 21
PROCEDURES FOR ALTERNATIVE LEARNING PROGRAMS AND SCHOOLS ............ ...... ..... ...... ...... ...24
INDIVIDUAL STUDENT CONSIDERATIONSFORSTUDENT REFERRALS .....................................................................................24
CURRICULUMAND INSTRUCTION ..................................................................................................................................... 29STUDENT ACCOUNTABILITY ........................................................................................................................................... 33
STAFF REQUIREMENTS .................................................................................................................................................. 34
INSTRUCTIONAL SUPPORT SERVICES ................................................................................................................................ 36
STAFF DEVELOPMENT ................................................................................................................................................... 37
PROGRAM EVALUATION ................................................................................................................................................39
PROVIDINGA SAFE, ORDERLYAND CARING.....................................................................................................................45
ALTERNATIVE LEARNING PROGRAM................................................................................................................................45
APPENDICES .............. .............. .............. .............. .............. .............. ............... .............. .............. .............. ..... ..... ..... .48
RESPONSIBILITYIN ESTABLISHING..................................................................................................................................48
ALTERNATIVE LEARNING PROGRAMS............................................................................................................................... 48
DEFINITIONS................................................................................................................................................................50
HOUSE BILL 1076 .......................................................................................................................................................52SENATE BILL 1099 ....................................................................................................................................... ...... .........56WAIVERS..................................................................................................................................................................... 60
STRENGTHENING ALTERNATIVE LEARNING PROGRAMSAND SCHOOLS................................................................................... 63
REFERRALAND PLACEMENTIN ALTERNATIVE LEARNING PROGRAMS...................................................................................65
POLICY ....................................................................................................................................................................... 67
STATE PUBLIC SCHOOL FUND......................................................................................................................................... 76
PROGRAM REPORT CODE: ....................................................................................................................................... ...... .83
REFERENCES ............. ............... .............. .............. .............. .............. .............. ............... .............. .............. ......... ..... .89
ALTERNATIVE EDUCATION PROGRAMS .............. .............. .............. ............... .............. .............. .............. .....94
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Introduction
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Introduction
This document is prepared to serve as criterion for the planning, design, implementation and on-
going evaluation of alternative learning programs and schools (ALPS) in North Carolina. Many
of the Public School Laws and Policies are cited for guidance on mandatory issues. Thestandards, suggestions and implementation strategies provided in this document shall be
considered requirements for new program development or for modification of existing programs.
The information that follows shall be used to create programs that are flexible and effective inassisting students with overcoming challenges which may place them at-risk of academic
failure and disruptive behavior, so they can learn, graduate and become productive members of
society.
The purpose of the document is to identify standards of implementation and operational procedures
for alternative learning sites and to ensure proper placement and removal of students in and out of
alternative learning programs and schools. Such procedures strengthen programs, and enhance the
opportunity for increased student achievement and success. Additionally, the standards will providethe following:
a. operational guidance for alternative learning programs;
b. clear procedures and standards for transferring students from traditional schools to
alternative programs;
c. clear procedures and standards for transitioning students from alternative programs totraditional schools or other services;
d. clear procedures for increasing and strengthening services provided by alternativelearning programs;
e. clear procedures for strengthening the articulation and coordination of services forstudents assigned to ALPS;
f. clear elements of effective programs and schools;
Alternative education has grown significantly over the years. The concept has been interpreted,developed, implemented and expanded in many different ways by various systems and organizations.
This diversity speaks to the ingenuity and creativity with which individuals have sought to overcomebarriers that may impede the delivery of quality services to students who are at-risk of school failure
due to a lack of academic success, behavior problems and various other reasons.
However, alternative learning programs as used throughout this document refer to programs orschools which meet the definition of alternative learning programs as identified through legislation
and State Board of Education regulations and policies.
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Executive Summary
The State Board of Education approved a set of procedures for Safe Schools and Alternative
Learning Programs in 1999. One of the goals is to establish minimum standards of implementation,operation and maintenance of safe, orderly, and learning environments for alternative learning
programs and schools (ALPS) throughout the state (refer to Appendix for definition of AlternativeLearning Programs and Schools).
In January 2000, the Alternative and Safe Schools/Instructional Support Section was given the task
of clarifying the states guidelines and laws based on Senate Bill 1099. This document representedthe initial phase of addressing challenges of many of the Alternative Learning Programs and was
used as an operational resource of minimum standards for implementing and evaluating ALPS.
In addition, the Alternative and Safe Schools Section provided a follow-up report during the 2001-
2002 school year with specific recommendations for establishing modified guidelines for ALPS,
focusing on the unique settings and populations provided for students placed at-risk (see Appendixfor definition of students placed at-risk). This lead to the development of the policies and
standards associated with the establishment and maintenance of effective alternative learningprograms (ALPS) in each local educational agency (LEA). As a result, the Policies and Procedures
for Alternative Learning Programs Grades K-12 were adopted in September 2003.
In May 2005, House Bill 1076 directed the State Board to adopt standards, instead of policies and
standards, for ALPS and schools. Local boards would be required to comply with these standards
beginning with any new ALP or school implemented beginning with the 2006-2007 school year.Local boards are strongly encouraged to apply the standards to ALPS implemented before that time.
The School Safety and Climate Section was charged with the development of the standards. As withthe previous documents, the standards are based on information gathered from the following sources:
a. interpretations of current legislation;b. feedback elicited from alternative learning program faculty members during focussessions;
c. research-based information on best practices for improving student outcomes inachievement and behavior; and
d. Clarification of Standards for Alternative Learning Programs.
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Standards
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ALPS STANDARDS
The Seven Standards of Alternative Learning Programs
The following describes the seven standards identified for Alternative Learning Programs in
North Carolina. Emphasis on school accountability has led to the development and use of statestandards. These standards create an expectation of the level of effectiveness of alternativelearning programs. The standards for alternative learning programs and definitions in this
document are based on a review of the research, the historical implementation and operation of
alternative programs throughout the country, and are aligned with the proposed national
alternative education standards.
Clear Mission
A clear mission demonstrates a school belief system where staff shares an understanding ofcommitment to the instructional goals, priorities, assessment procedures and accountability. The
staff accepts responsibility for students learning of the schools essential curricular goals.
Leadership
Leadership demonstrates understanding and application of the characteristics of instructional
effectiveness through shared decision making, organizational direction, establishment of highexpectations, positive learning culture and facilitation of a collaborative process to identify
resources including highly qualified instructional and support staff, provide staff support and
school/program performance and needs.
Culture and Climate
Culture and Climate demonstrates a safe, orderly, caring school environment conducive tolearning for all with collaboration among all stakeholders in the areas of mission statement,
goals, objectives, belief system, rules, routines, achievement, and high expectations. The school
and program accountability clearly define classroom instruction, student behavior and academicmanagement in order to develop strong positive relationships that nurture success.
Professional Development
Professional development utilizes growth plans used to identify school and individual needs to
improve teaching and learning for administrators, teachers and support staff, with emphasis on
research-based best practices and performance based evaluations.
Parent/Community Involvement
Parent and community involvement focuses on the establishment of authentic partnerships
between school, home, community agencies, industry, government, faith-based organizations and
law enforcement based on mutual respect and collaboration which will result in improvedstudent and school performance.
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Curriculum and Instruction
Curriculum and instruction demonstrates the belief that all students can attain mastery of the
essential school skills; staff self-efficacy in helping students achieve mastery through academic
rigor, relevance and relationship building while engaging students in the use of differentiatedinstruction, authentic/traditional assessment, technology and curriculum adjustment in preparing
students for the skills necessary for 21st Century Global Learning.
Monitoring and Assessment
Monitoring and assessment consists of frequent monitoring of student academic progress through
a variety of assessment procedures in order to improve individual student performance and also
to improve the instructional and school program.
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Quality Indicators and Examples
Standards Quality Indicators Examples
Clear Mission Staff advocates the shared
vision that all students canlearn at high levels withappropriate support
Mission, goals and expected
outcomes are documented,
published and clearly visible toand embraced by staff,
students, and parents.
Student success is central to allmanagement of learning
Mission is consistent with
district goals and statestandards
The whole student (personal,
social, emotional, intellectual,life skills, safety and security)
is of concern, not just academic
endeavors
Individual learning differencesare recognized and embraced
Written mission, beliefs
and goals Communication of
mission
Meeting agendas
Student handbook
activities
Leadership Shared vision communicated
through the schools mission,
beliefs and goals
Collaborative process for
determining school or program
decisions
Decisions are made regarding
program operation according to
state legislation and localpolicies and procedures
Staffing of instructional and
support personnel Collaborates with and involves
the community, school and
home to foster an effective
learning environment
Establish clear articulated
procedures and guidelines for
staff and students
Awareness of all stakeholder
School rules
Routines for classroom
management,transportation, food
service, discipline,
scheduling
School Data
School Calendar
State regulations oninstruction, curriculum,
attendance, testing,
graduation, Measurable goals and
objectives
School based Teams School Improvement,
Grade Level, Department
Faculty Meetings
Agendas, Memos,
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Leadership
needs
Provide a safe, caring and
orderly environment based on
state and local policies,
procedures and legislation
Use data to guide instructionalpractices and student
performance
Provide transportation, food
services and health support
Utilize operational procedures
Provide sufficient and
appropriate resources
(equipment, supplies andmaterials) to include
technology
Provide effective evaluation ofteacher performance
Newsletters
Instructional Resources
textbooks, curriculum
guides, standard course of
study
Support Staff specialeducation teachers,
teacher assistants
School Improvement
Plan, Safe Schools Plan,
Crisis Management Plans
Teacher Evaluation
Instrument
Student enrollmentprocesses and procedures
Student Accountability
Plans Remediation,Acceleration
Culture and
Climate
Culture and
Student performance is the
basis of school accountability
Schools purpose is based onacademic and non-academic
needs
Rules exist which are written,clearly understood and
accepted by staff, students, and
parents and are appliedconsistently to guide student
behavior, monitor progress,
and manage the learning
experience
Each student participates in
reviewing and shaping the
learning environment andactivities of the school and
feels he/she belongs
Short and long term goalsaddress the needs of the
student, staff, parent and
community
Program objectives aremeasurable and used to
evaluate the school program
Program effectiveness
Mission, beliefs and
vision statements
Student Code of Conduct
High Expectations
assemblies, incentives,
awards
Student and Faculty
Handbooks
Use of Data
Posted Rules and
Consequences
Routine Practices Cultural Ceremonies,
graduation
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Climate evaluations include student
performance outcomes for corecontent, non core content areas,
and non academic variables
Cultural differences are
accommodated and understoodin order to meet student, home
and school needs
Communication of high
expectations for student
academics, behavior and
teacher performance withopportunities for student
success demonstrated on a
regular basis
ProfessionalDevelopment
Specific focus on long-termstudent and learning growth
outcomes, identified for
support with on-going formalprofessional development
Surveys of program content,
support, and staff needs are
recommended to establish on-going formal professional
development
Each staff member develops a
plan to facilitate personal andprofessional growth
Each staff member participatesin professional development
for self and school
improvement
Professional Development
includes information related to
effectively collaborating withcommunity support services
and how to connect students
and families Professional Development
reflects use of internal and
external resources
Sufficient resources, such as
time, substitutes and
incentives, allow all staff to
participate in workshops,
ProfessionalDevelopment Rosters,
Agendas
ProfessionalDevelopment Plans
Staff Individual Growth
Plans
Meeting Agendas Reflect
Sharing of PD
Surveys
Mentoring
Data Analysis
Professional
Development Resourcesand Materials
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Professional
Development
conferences and seminars
Builds staff capacity through
the use of research based
strategies appropriate to
instructional objectives and
students Uses a variety of professional
development approaches,including technology, to
accomplish the goals of
improving instruction and
student success.
Opportunities are given to
foster staff collaboration forownership and reinforcement
of Professional Development
which will lead to the threephases of the change process:initiation, implementation and
institutionalization
Parent/Community
Involvement Leadership assures effective
communication and interaction
between parents and schoolpersonnel
Parents are involved in thedecision for student placement
in the ALPS Parents are involved in making
decisions and supporting thepersonalized education plan
Parents receive personal
contacts and training regardinghow to support their child to
achieve maximum learning and
personal success
Privacy is provided in working
with parents regarding student
success and needed supportservices
Parents are involved in the
decision making processes ofthe school
Parents are involved with
evaluating the effectiveness of
the program and providing
Volunteer Logs,
Activities Log
Meeting Agendas
Business Partnership Log
Written Communication -Letters, Memos to
Parents/CommunityMembers
Newspaper Articles
Progress Reports, Report
Cards
Phone Logs
Conference Logs
Home Visits
Mentoring/Shadowing
Logs
Surveys
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Parent/CommunityInvolvement
suggestions to improve
conditions for students
Parents are afforded
opportunities to become
involved in their childs
education Parents are continuously
appraised of their students andprovide support services to
benefit the student
School planning incorporatescommunity and other support
services
Leadership involves the
community in school throughpartnerships
Partnerships are designed tosupport and enrich the school
learning environment by
including the community as an
educational resource
Partnerships exist with
community service
organizations, agencies,cultural groups, faith-based
representatives, industry and
businesses
There is a collaborative processbased on trust, open
communication and sharedresponsibility which links the
home, school and community
Support staff collaborates with
the teachers and communityagencies to facilitate services
Curriculum and
Instruction
All students have access to the
academic core curriculum
Teachers use the North
Carolina Standard Course of
Study to facilitate instruction
Teachers are high qualified in
content area based on NCLB
All students have opportunities
to learn and/or participate in
Standard Course of Study
Textbooks, Workbooks
Learning Styles Inventory
Multiple Intelligence
Inventory
Test Data Analysis
Lesson Plans Reflect
Differentiated Instruction,
Technology Integration
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Curriculum and
Instruction
arts, health and physical
education, life skills, charactereducation and other non-core
content areas
Teachers collaborate, plan and
review curriculum in order toeliminate and close learning
gaps
Curriculum options are
available to students that assist
in meeting graduation
requirements and are linked toschool-to-work opportunities
Technology is part of thecurriculum delivery process
The needs of students related to
personal, social, emotional,behavioral, career developmentand essential learning are
addressed in the curriculum
Differentiated Instruction isprovided to accommodate
student learning styles,
multiple intelligence, andemotional intelligence
Instruction offers opportunities
for individual and group
delivery systems in addition todirect and indirect methods of
instruction
Teachers have identified and
considers personal/social and
other life skills for personalized
planning, instructional deliveryand support services for all
students along with utilization
of the students PEP
Personalized EducationPlans
Schedule
Team/DepartmentMeeting Agendas
Thematic Units Homework Policies
Grading Scales
Sample Assessments
Tutorial Schedules
Remediation Schedules
Monitoring and
Assessment The purpose of assessments is
clearly defined and
communicated to the student,
staff and home
Teachers use multiple
evaluation and assessment
strategies that are frequent,
Sample Assessments portfolios, traditional
Test Data
Performance Goals
Scoring Devices rubrics
Test Data Analysis
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Monitoring andAssessment
rigorous, and aligned with
curriculum and instruction
Teachers use assessments to
analyze student work and
identify achievement gaps
Teachers use traditional andnon-traditional methods of
assessment to track studentperformance and progress
Assessment, curriculum and
instruction are directly linkedto planning for accommodation
of varied learning styles and
multiple intelligence
A variety of scoring devicesare used to measure and
specify performanceexpectations
Multiple assessment measures
are aligned with district-wide
measures to identify studentprogress as prescribed by the
state
Results of assessments are usedto inform the student and
parent(s) of progress, guide
instruction, modify curriculum,
progress and their support ofthe student and services
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The following matrix aligns the seven standards with legislation adopted
and approved in 1999
# Standard Component General Statute1 Clear Mission
Leadership
Culture & ClimateProfessional Development
Curriculum & Instruction
Establish the programs
mission, goals, and expectedoutcomes
115C12(24)
2 Clear Mission
LeadershipCulture & Climate
Identify the target population 115C12(24)
3 Clear Mission
Leadership
Culture & Climate
Develop process for assigningand enrolling students into the
alternative program
115C12(24)
115C-105.48 (b)
115C-397.1
4 Clear Mission
Leadership
Culture & ClimateProfessional Development
Monitoring & Assessment
Access to the documentationused to establish the need for
the assignment
115C12(24)
115C-105.48(b)
5 Clear MissionLeadership
Culture & ClimateProfessional Development
Parent/Community
Involvement
Provide the steps in theappeals process to the parent
115C12(24)
6 Clear Mission
Leadership
Culture & Climate
Identify the documents to betransferred to the alternative
program;
115C12(24)
7 Clear Mission
Leadership
Culture & Climate
Indicate how students aretransported to the program
115C12(24)
8 Clear Mission
LeadershipCulture & Climate
Curriculum & Instruction
Describe the curricular,instructional day, and courses
to be offered
115C12(24)
9 Clear Mission
Leadership
Culture & Climate
Professional DevelopmentParent/Community
Involvement
Ensure a safe, orderly, caring,
and inviting environment
115C12(24)
115C-105.48(b)
10 Clear MissionLeadership
Culture & ClimateProfessional Development
Parent/Community
Involvement
Primarily provide choice inenrollment
115C12(24)
11 Clear Mission
Leadership
Culture & ClimateProfessional Development
Parent/Community
Involvement
Provide for activeparent/guardian participation
in the assignment decision
115C12(24)
115C-105.48 (3)(b)
12 Clear Mission Include least one 115C12(24)
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ABCs
Accountability Model for Alternative Learning Schools and Programs
Alternative Schools:
The accountability model for Alternative Schools will be based on achievement and the degree
of success that the school has in meeting certain objectives contained in its school improvement
plan. The plan must contain elements listed below and the local superintendent and board ofeducation must approve the plan. The plan must be approved before November 15 of the current
school year.
I. Two Components Based on State Testing.
A. High School Only:
1. End of Course Test(s) Results; and2. Change in Competency passing rate (from the end of 8th grade to the
end of 10th grade).
B. Combination of High School and Lower Grades:
i. End of Course Test(s) results and End of Grade Test(s) results; andii. Change in Competency passing rate (from the end of 8th grade to the end
of 10th grade).
C. Grade 8 or Lower:
1& 2 End of Grade Test(s) and End of Course Test(s) results (shall count
twice).
II. The Performance Composite shall be reported when applicable.
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III. Menu of Local Options
The local accountability options are numbered one through eight (1-8). An Alternative
School will select three different local options, one of which must be number four (4) or
number (5).
Menu of Local Options
1. Attendance
2. Dropouts
3. School Safety/Student Conduct
4. Higher Expectations for Student Achievement
5. Student Progress and Proficiency
6. Parent Involvement
7. Community Involvement
8. Customer Satisfaction
(See Appendices for complete State Board of Education Policy)
Alternative Programs:
The accountability model for alternative programs will be based on a series of accountabilityreports showing student growth in the academic areas tested. Included will be proficiency,
growth, average growth, change ratio of the program. Additional disaggregations will be
provided annually LEAs will receive data on the rate of dropouts for students served by theprogram. LEA school improvement plans must show that a review of this data has been
incorporated into the plan for the program. Data will be submitted about students in the
alternative program as collected by the Alternative Learning Programs and Schools Student DataRoster.
Data Collection for the Alternative Learning Programs and Schools
Introduction
The State Board of Education is required by law to produce two reports each year involving
disciplinary data: The Annual Report on School Violence and the Annual Study of Suspensionsand Expulsions. Collection of student demographic data in Alternative Learning Schools and
Programs (ALP Student Data Roster) is included in the Suspensions and Expulsions Report. The
process for collecting and reporting this data is the Uniform System of Discipline DataCollection.
Legislation
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Reporting Dropout Rates, Suspensions, Expulsions, and Alternative Placements The State
Board shall report annually to the Joint Legislative Education Oversight Committee and the
Commission on Improving the Academic Achievement of Minority and At-Risk Students on thenumbers of students who have dropped out of school, been suspended, been expelled, or been
placed in an alternative program. The data shall be reported in a disaggregated manner and be
readily available to the public. The State Board shall not include students that have beenexpelled from school when calculating the dropout rate. The Board shall maintain a separate
record of the number of students who are expelled from school. 115C-12(27)
Guidelines for Collecting and Reporting Data for the Student Roster:
Refer to the following online web-based manual: https://usddc.ncpublicschools.org
Impact of Successful Alternative Learning Programs
Successful alternative learning programs will develop the capacity to maintain learning
environments that are nurturing and have protective factors that assist students in being resilient.
These resiliency factors counter situations that put students at risk of school failure. Therefore,alternative learning programs are to be assisted in their efforts to decrease school failure by
increased positive student outcomes through effective planning, implementation and evaluation
of prevention, intervention, and recovery strategies that:
maintain emotionally and physically safe, orderly, and caring learning environments;
increase student achievement as measured by state and local accountability requirements;
increase parental input and involvement;
reduce dropout, suspension, expulsion, and student retention rates;
increase student attendance and graduation rates;
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provide a smaller teacher/student ratios;
maintain sensitive and responsive learning environment;
involve families and communities in achieving the mission and goals of the program as
measured by student outcomes;
advance the concept of alternative learning programs as avenues of opportunity for
positive student outcome; and
enable students to make successful choices.
Components for Consideration
(When Establishing an Alternative Learning Program or School)
Effective Program Design
A general review of the research suggests that the following characteristics contribute to
effective alternative programs:
strong, highly effective, visionary, and supportive leaders;
warm and caring teachers and other staff;
high level of student and staff engagement;
high expectations for staff and students;
allow staff choice to work in the program;
permit student choice to enroll in the program;
designed to provide long term intervention;
holistic approach in the delivery of services to students;
small teacher to student ratios;
flexible and individualized in their design and delivery of instruction;
sufficient support staff and a comprehensive counseling component;
establish a sense of community and family;
safe, orderly, caring, and inviting learning environment is the priority;
school-wide standards for conduct, interaction, and engagement; and
fair and equitable policies and procedures that are free of arbitrary and capricious features.
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Ineffective Program Design
A general review of the research suggests that the following characteristics contribute to
ineffective alternative programs:
mission not clearly defined;
target population not clearly determined;
choice is not a factor in the assignment of students;
choice is not a factor in the assignment of administrator or staff;
purpose and mission of the program is punitive;
design and operation of the program is punitive;
programs is punitive by the deprivation of or lack of access to needed resources;
rigid implementation and application of existing policies, rules, regulations, and procedures;
non-responsive to the needs of the students;
insufficient staff development opportunities;
insufficient opportunities for continuous growth and support of staff;
insufficient resources to support the mission and goals of the program;
programs are hidden without sufficient guidance, review, or support;
student assignments are made based on inconsistent and inequitable decisions; and
policies, procedures, and practices are arbitrary and capricious.
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Procedures for
AlternativeLearning
Programs andSchools
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PROCEDURES FOR ALTERNATIVE LEARNING PROGRAMS AND
SCHOOLS
Individual Student Considerations for Student Referrals
A Personal Education Plan (PEP) must be developed for each student, by the ALP staff inconsultation with parents and the sending school. The PEP must address the presenting academic
and/or behavioral problem(s) and include the following:
academic and/or behavioral goals to be met in the ALP,
projected timelines for meeting the goals,
criteria to be used in evaluating student progress, and
signatures of the student, his/her parent(s), and representatives from the sending school
and the ALP
The student and his/her parents must also sign a contract, which specifies that they
accept placement in the ALP and that they will abide by the academic, behavioral, and
social expectations established by the ALP.
If the student has been suspended from school prior to placement in an alternative learning
program/school, the PEP must be developed during the period of suspension and prior to thestudents admission to the ALP. If the placement does not involve a suspension from school (e.g.
administrative placement, court referral) the PEP will be developed and implemented within the
first week the student is assigned to the ALP. The PEP must be reviewed at least annually by theALPs Student Services Management Team (SSMT) and revised as needed. Parents must be
invited to participate in this review.
When a student is placed in the alternative school or program, ALP staff members will
meet to review the records forwarded by the referring school.
The staff will determine the students academic and behavioral needs of the student andthe support services and intervention strategies needed (Effective January 1,2000, SB
1099 GS 115C-105.48 (b).
The staff will develop/amend a Personalized Education Program for the student in
cooperation with his/her parents and staff members from the sending school,
Parents will be provided a copy of the PEP upon request.
Parents shall be encouraged to provide input regarding their childs needs while they are
enrolled in an alternative learning school or program.
The Student Service Management Teams in both the sending school and the Alternative
Learning Program will cooperate in the development of exit criteria for the student.
If the student does not meet the goals of the PEP, a decision about the need to revise thePEP, continuing placement in the ALP, referral to another program, or reassignment to
the sending school, will be made in cooperation with parents and the receiving school or
program.
identify additional intervention strategies that include, but are not limited to,
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1. a revision of the plan,
2. referral to another program,
3. acquire community-based support, and4. reassign to a traditional school.
Data Sources for Needs Assessment
Listed below are some sources of data that may use in determining the need for an alternativeplacement:
SIMS or other electronic sources of data, including discipline and attendance records;
demographic Information;
number of years the student is behind in grade placement for his/her age;
students cumulative record, including grades and state EOG or EOC scores;
exceptional Childrens records, if applicable;
interviews with the student, teacher(s) and parents/guardian;
home visits conducted by teacher, social worker or other school personnel;
observations made in the students regular education setting by an appropriate third party students self-report;
portfolio of students work in the regular classroom;
medical records, if applicable;
academic and behavioral screening information, if available; and
other available sources of information not currently identified.
Referral Process:
The following considerations shall be made when establishing the referral process for theAlternative Learning Program or School:
evaluate all of the available data, within timelines specified in the LEAs alternative
learning program guidelines, make a decision about additional information needed,
make recommendations for other interventions that may be implemented in the regular
classroom, or make a referral to another program or service (e.g. remedial reading/math)
in the schools continuum of services for at-risk students, provide all possible support, and, if the committee determines, based on all available
data, that the school cannot provide any further meaningful or effective assistance, a
referral to the alternative learning program or school (ALP/S) may be recommended
Multidisciplinary Management Team:
It is suggested that a multi-disciplinary team made up of three or more informed individuals in
addition to the parents be established for the purpose of the following:
receive and review the referral;
schedule a placement meeting;
provide written notification to the parents/guardian of the time, place, and date of the
meeting;
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document the extent and effectiveness of the interventions identified in the plan for the
student;
document evidentiary information used to support the reasons for the referral;
document parental participation, or the lack thereof;
document the individuals involved in the decision;
provide to the alternative school or program all relevant student records, including anecdotalinformation if a decision is made to place the student;
advise the parents or guardians of the students due process rights and the appeals process;
provide written notification to the parent/guardian, referring school, and ALP of the decision
to assign or not to assign the student to the alternative program; and
provide written notification to the parent/guardian about the appeals process and right of due
process.
When the ALP is designed as a program or school within a school, the principal will have
the authority to approve the placement, in accordance with ALP and LEA guidelines. If the ALPis a separate school or facility, representatives from the central office and the ALP shall be
included on the school-based committee making the placement decision. The central officerepresentative must approve the placement.
Parent Involvement:
Engaging the parents/guardians in the learning process is critical to the success of the students.
parents are to be informed of their childs progress and the lack thereof;
parents are to be invited to participate in decisions that effect the placement of their child;
parents are to be invited to participate in decisions that pursue or seek to enlist the student in
additional services; and
parents are to be informed in writing of the placement or lack of placement of their child in
an alternative program.
Parents must be informed about the difficulty their child is experiencing, and involved in
the development of modifications to be made in the students placement and/or educational
program (S.B. 1099, 11 5C-1 05.48(3)(b):
Parents shall be included in teams discussion about modifications to be
implemented in their childs regular education program. Parents must be informed about and involved in the decision to refer and place a student
in a therapeutic program and/or alternative educational setting.
The school shall ensure that parent(s) are present at each meeting or are affordedthe opportunity to participate, including notification early enough to ensure that theywill have the opportunity to participate, and scheduling meeting(s) at mutually agreed
upon times and places. If parent cannot be present for meetings, schools shall
keep them informed about the committees recommendations through writtencommunications and individual or conference telephone calls.
The LEA shall take actions needed to ensure that parent(s) understand the
proceedings at a meeting, including arranging for an interpreter for parents who are
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deaf or whose native language is other than English.
Parents who do not agree with the Committees recommendations must be advised of
and adhere to the LEAs due process procedures.
Special considerations for children who are suspected of having a disability If the student subject to consideration for assignment to an alternative education program
(ALP) is suspected of being a child with a disability in accordance with 1501 ProceduresGoverning Programs and Services for Children with Disabilities, the Local Education
Agency (LEA) must conduct a full and individual initial evaluation of the child todetermine eligibility and placement.
If the child is determined to be eligible for special education and related services, an
Individualized Education Program (IEP) must be developed for the child within specified
timelines. Education placement of a child with a disability in an alternative program mustbe based on his or her IEP.
Each LEA must conduct a meeting for the purpose of developing, reviewing, or revisingan IEP for each child with a disability. Prior to consideration of assignment of any childwith a disability in an ALP, it must be determined that all required content of the IEP as
delineated in .1507 C Procedures can be provided to the student in the ALP.
Any revisions in the childs IEP must be done by the IEP team with all procedural
safeguards and due process afforded parents, guardians or surrogate parents in the
process of such revision.
Long Term Suspended (suspensions extending beyond a ten day period) and Expelled
Students:
G. S. 115C-366 (a5) authorizes an LEA to deny placement to students who have been suspended and
expelled in accordance with G.S. 115C-391. However, research and demonstrated results indicatethat suspensions place students at a higher risk for school failure. Students who are placed at-riskthrough long-term suspension from a traditional school should be offered an alternative placement.
Students whose behavior is in violation of the weapons 365-day rule should be offered enrollment inan alternative program if the student does not pose a continued threat to the safety and welfare of
themselves or others. Students who are long term suspended from an alternative program should be
assisted in locating community-based alternatives placement through mental health, juvenile justice,
or other service provider if an alternative placement within the school system is unavailable.
If a board denies admission to a student who has been expelled or convicted of a felony, the student
may request the local board to reconsider that decision in accordance with G.S. 115C-391(d).
Student Assignments by Local Boards of EducationThe local board of education or its designee has the authority to assign each student as qualified by
law. The local board of educations decision regarding assignment of students to public schools isfinal and complete4. However, students placed in specialized services for at risk students, such as
alternative programs, should be placed in accordance with local board polices that align with Stateadministrative policies and procedures.
4
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Transitioning between Schools and Programs
Services should be available to facilitate students successful transition(s) from and to their
regular school and Alternative Learning Programs, or other placements such as training schools
and day treatment facilities. These services should ensure that: the students academic program is designed to keep him/her on the appropriate
graduation track;
exit criteria exist to assure that the student is returned to the most appropriate educationalsetting;
appropriate assessments are provided as needed;
counseling or other support services are available;
interventions and support strategies are available to facilitate students success;
positive communication between parents, students and schools is maintained.
When an Alternative Learning School and/or Program cannot meet a students needs and another
type of placement/services is required, the following list of educational programs offered by
other State agencies or LEAs should be considered:
Day Treatment Programs, which can be accessed through a local mental health center ora local school system
Day Reporting Centers, which are community based alternatives to training schools, and
are accessed through court referrals
Residential Programs including
o Eckerd Camp, accessed through any local agency or school system
o Multi-purpose Group Homes, which have in-house education programo Residential Drug Treatment Programs
Residential Programs for Mental Health, Developmental Disabilities, and Substance
Abuse Services
Residential Training Schools
Regional Residential Detention Center
Adolescent inpatient long-term treatment programs (e.g. Dorothea Dix)
Tarheel Challenge (National Guard)
Communities-in-Schools programs that provide educational settings for suspended and
expelled students, such as the Pitt County Transition Center, are joint ventures withschool districts, and are considered as district alternative learning programs
Juvenile Court Counseling Services
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School-based programs including tutoring and extended day
Group homes
Charter schools
Jail/prison
Community Colleges
Community-based programs and services
Faith-based programs and services
Community Colleges
Mental Health Services
Juvenile Justice Services
Programs that provide educational services for suspended and expelled students
Curriculum and Instruction
Introduction
Students in an alternative learning program setting must be afforded equal opportunity tocomplete a core curriculum that takes into account the special needs of children and includes
appropriate modifications for the learning disabled, the academically or intellectually gifted
students, and the students with discipline and emotional problems. The course of study should
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also provide students with an opportunity to successfully meet EOG and EOC requirements,
which leads to a high school diploma, school-to-work transition, or transition back to the regular
(referring) school.
Legislation
The strategies for improving student performance shall include a plan that specifies effectiveinstructional practices and methods to be used to improve the academic performance of students
identified as at risk of academic failure or at risk of dropping out of school (GS 115C-105.27
amended by SB 1099.) The strategies may include requests for waivers of State laws, rules, orpolicies for that school. A request for a waiver shall meet the requirements of G.S. 115C-105.26.
Local boards shall assess on a regular basis whether alternative schools / programs provide
students with high quality and rigorous academic instruction and/or behavioral interventions
(G.S. 115C-47(32a) amended by SB 1099, Alternative Education Legislation from 1999 Sessionof NC General Assembly, effective July 1, 1999).
Curriculum guidelines
Alternative learning programs shall use the following minimum guidelines when developing thecurriculum for students enrolled in their school or program:
NC Standard Course of Study focusing on the communication skills of reading, writing,
speaking, viewing, and listening
Thinking and problem-solving skills that would result in goal setting,
Life and social skills that build self-concept and self-esteem personal and interpersonalskills,
Core curriculum including math, social sciences, keyboarding, technology, vocational
skills, PE, foreign language, music, and art
In order to graduate and receive a high school diploma, alternative school students shall
meet the Graduation Requirements as referenced in State statue and SBE policymanual.
In order to receive Course Credit, alternative school students shall meet the
requirements referenced in State statue and SBE policy manual
Alternative schools (those schools officially listed by NCDPI as alternative schools with
LEA school code numbers) will participate in the ABCs accountability model asreferenced in SBE policy
Course credit
A credit course, one for which credit toward high school graduation is awarded and which
qualifies as a part of the 5.5 hours instructional time policy:
must consist of 150 clock hours of instruction;
follows content guidelines in the North Carolina Standard Course of Study
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uses locally developed curriculum guides, Advanced Placement syllabi, or approved
classes in a community college or college/university in which high school students areenrolled; and
must be directed by a Department of Public Instruction licensed teacher.
State graduation requirements
In order to graduate and receive a high school diploma, public school students shall successfullycomplete 20 course units in grades 9-12, and shall attain passing scores competency tests
adopted by the SBE and administered by the LEA. Students who satisfy all state and local
graduation requirements but who fail the competency tests shall receive a certificate of
achievement and transcript and shall be allowed by the LEA to participate in graduationexercises.
The passing score for the competency test, which is the same as grade-level proficiency
as set forth in Rule .0502 of this Subchapter, shall be level III or higher.
Special education students may apply in writing to be exempted from taking thecompetency tests. Before it approves the request, the LEA must assure that the parents, or
the child if aged 18 or older, understand that each student must pass the competency tests
to receive a high school diploma.
Any student who has failed to pass the competency tests by the end of the last schoolmonth of the year in which the students class graduates may receive additional remedial
instruction and continue to take the competency tests during regularly scheduled testing
until the student reaches maximum school age.
Testing requirements and opportunities
All public school students enrolled in the grades for which the SBE adopts a test,
including every child with disabilities, shall participate in the testing program unlessexcluded from testing as provided by 16 NCAC 6G .0305(g).
All public students enrolled in the 10th, 11th, and 12th grade shall have at least oneopportunity each school year to take the competency tests.
LEAs shall administer the competency tests so that any student who does not pass the
tests shall have an opportunity to receive remediation.
A student who attains a passing score, as defined in 16 NCAC 6D.0103(a)(1), on a
portion of the competency test does not need to retake that section of the test.
The LEA shall develop plans to provide remedial services to students who failany of the competency tests, or who are identified as having a high risk of failing.
The LEA shall design the plan to meet the needs of individual students (Reference
G.S. 115C-12(9)c.; Effective July 1, 1986; Amended Effective August 1, 1999;
January 1, 1998; June 1, 1996).
Procedures for Incorporating Alternative and Special Schools in the ABCs Analyses
For the 1998-99 school year Alternative Schools, special schools, and special education schools
will participate in the ABCs accountability following the same rules and procedures as 1997-98.
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Starting with the 1999-2000 school year, Alternative Schools (those schools officially listed by
NCDPI as Alternative Schools with LEA school code numbers) and "special schools" (any non-
alternative schools with LEA school code numbers that have service relationships with othersschools in the district) will participate in the ABCs accountability as follows:
Alternative Schools
The accountability model for Alternative Schools will be based on achievement and the degree
of success that the school has in meeting certain objectives contained in its school improvementplan. The plan must contain elements listed below and the local superintendent and board of
education must approve the plan. The plan must be approved before November 15 of the current
school year. (for complete policy SEE Appendices for ABCs Accountability Model)
Alternative Programs
The accountability model for alternative programs will be based on a series of accountability
reports showing student growth in the academic areas tested. Included will be proficiency,growth, average growth, change ratio of the program. Additional disaggregations will be
provided annually LEAs will receive data on the rate of dropouts for students served by the
program. LEA school improvement plans must show that a review of this data has beenincorporated into the plan for the program. Data will be submitted about students in the
alternative program as collected by the Alternative Learning Programs and Schools Student Data
Roster.
Special Education Schools (schools exclusively serving students with disabilities who are
not following the North Carolina Standard Course of Study and do not take state tests);
Career Centers and Vocational Schools; and Hospital Schools.
Special Education Schools (those exclusively serving students with disabilities who arenot following the Standard Course of Study and who are not tested); Career Centers and
Vocational Schools, and Hospital Schools will follow the feeder pattern. These schoolscan receive incentive awards, but they will not be assigned a status for ABCs reporting
purposes. Therefore they are not subject to low-performing status.
Special Education Schools will continue to use the feeder option until a decision is madeabout how to use the alternative assessment portfolio in the ABCs.
Other special schools do not qualify for the feeder pattern, but must follow the standard
ABCs procedure.
Best practices for curriculum development and instructional strategies in Alternative
Learning Programs
Thematic and product related Integrate the curriculum and use a multi-disciplinary approach
Devise curriculum strategies and follow them
Provide opportunities for Service Learning Projects
Instructional Strategies
Provide instruction based on appropriately determined grade level(s) of students
Recognize and reward achievement and growth using incentives and feedback
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Assist students in transitions internally (interpersonal relationships) and externally
(transitioning from program to program)
Use community services for mentoring, peer helpers, tutoring, volunteers, etc.
Provide cultural enrichment sessions for staff and students
Be innovative and developmental in instructional approach
Use portfolios, hands-on demonstrations, real-life experiences Establish and enforce standards and rules for behavior
Identify learning styles and differentiate instruction according to the needs of students
Provide necessary attention and one-to-one interaction with students
Utilize Personal Education Plans (PEPs)
Use technology to enhance instruction
Provide flexible scheduling
Request waivers from state requirements to enhance ALPs flexibility
Instructional Supports
Easy access to health care. The establishment or use of existing school-linked or school-
based health centers has been shown to be a worthwhile approach to helping students to
have a healthy and productive school day.
The inclusion of the Healthful Living curriculum within an alternative learning program
or school has numerous benefits. A minimum of 30 minutes of daily physical activity has
been shown to reduce student stress and the number of disruptive behaviors, as well as
enhancing students ability to concentrate and general well being.
By implementing a strong Healthful Living curriculum, students gain skills and abilities
that help them to deal with peer pressure, avoidance of harmful drugs, management of
interpersonal conflicts, and the ability to interact positively with others.
Brain research has demonstrated the importance of daily physical activity and the on-
going development of a young childs brain.
In addition, public school law (115C-307) also recognizes the importance of dailyphysical education, especially with younger students. The law states those teachers
should provide for the general well being of their students. This is extremely important
for students placed in alternative learning programs or schools. Teachers should promotethe health of all pupils, especially of children in the first three grades, by providing
wholesome exercise for all children.
Optional instructional delivery systems:
o CUCME
o Virtual University
o Web Academy
o Distance Learningo TI-IN
o Learn NC
o NovaNet
Student Accountability
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Process for Developing Personalized Education Plans (PEPs):
Principals are responsible for coordinating and overseeing the PEP process in their schools.
1. Require grade level/content area teachers or other selected personnel to identify studentswho failed to meet the Student Accountability Standards (scoring at Level I or II) and
require PEP. Schools are encouraged to develop a PEP for any student who isacademically at risk
2. Establish a process to gather and organize the information specified on the PEP form.
3. Examine the information and thoroughly analyze the strengths and weaknesses of each
student identifies as needing a PEP.
4. Arrange needs in priority order, if several are identified. Keep in mind that the needs
may not always be academic. There may be other barriers contributing to a lack of
academic performance.
5. Assemble the appropriate personnel (teacher, counselor, social worker, parent or
guardian, principal, and/or assistant principal, etc.) based on each students needs to
review the data and develop a PEP. These persons, along with the parent/guardian, makeup the PEP team and are responsible for reviewing the data and developing the PEP. All
parties sign off on the completed PEP.
6. Outline the individual responsibilities of each PEP team member, including the parent or
guardian, in developing, implementing, and monitoring the PEP.
7. Assess each students process on a regular basis. If strategies placed in the plan are not
producing the desired results at the first checkpoint or any subsequent checkpoint, thePEP team should meet to discuss needed revisions.
8. Monitor PEP implementation on a regular basis. Keep the PEP where it is accessible to
the PEP team members. Hold periodic update sessions with parents or guardians.
9. Include all documentation in the students permanent file when the intervention period is
complete.
10. Develop procedures for transmission of information and files within the school or to the
next school.
Staff Requirements
Introduction
The success of any school or program, especially ones involving students at risk for academic or
behavior problems, depends heavily on a qualified, caring faculty which is well trained.
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However, the current job market is siphoning off many potential and experienced teachers and
the pool of applicants from which regular or alternative schools may choose is rapidly declining.
Attracting sufficient numbers of well-qualified individuals into education, and specifically intoalternative programs and schools, has become a major concern for the state.
Students in ALPs often, in addition to lacking motivation to learn, have very different learning
styles and do not have the same types of educational support from their families andcommunities. They need teachers with strong content knowledge who are creative and persistent.The following are guidelines to assist in choosing appropriate staff members for an alternative
school or program.
Legislation
Local boards shall assess on a regular basis whether alternative schools/programs incorporatebest practices for improving academic performance and reducing disruptive behavior and staffed
with professional public school employees who are well trained. (GS 115C-47(32a) amended by
SB 1099)
Local boards are urged to adopt policies that prohibit assignment of any professional staff
member who has received within the last three years a rating on a formal evaluation that is less
than above standard (GS 115C-47(32a) amended by IHB168).
Guidelines for recruiting Alternative Learning Program staff
Alternative learning schools and programs should recruit teachers and administrators who are
knowledgeable about and effectively practice the following:
individualized instruction and instruction modification;
management of student behavior; conflict management and resolution;
differentiated learning and learning styles;
principles of child development;
diversity and cultural literacy and fluency;
character education;
effective oral and written communication skills; and
North Carolina Standard Course of Study.
The principal or director of the ALPS should have input into the selection of staff members. Thestaff should have training in the philosophy and concept of alternative education. Teachers should
hold licensure appropriate to the areas in which they are assigned to teach. Every attempt should bemade to recruit experienced teachers with expertise in working with students experiencing academic
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and behavior difficulties. If Initially Licensed teachers (ILTs), lateral entry teachers, or probationaryteachers are employed, appropriate staff development and mentoring support shall be provided.
Best practices in recruiting staff to work in Alternative Learning Schools and Programs
Although legislation does not specifically address the issue of incentives for individuals working
in alternative learning schools and programs, the following practices should be considered when
recruiting new teachers and administrators and/or for retaining current staff members.
Make teacher assistants available in the classrooms
Provide a pleasant, efficient, and effective work environment
Reduce class size and lower teacher/pupil ratio preferably 10:1 not to exceed 15:1
Ensure that a high level of instructional support services is available to provide supportand guidance for students and other staff (e.g. counselors, social workers, psychologists,
nurses)
Provide a high level of technology and other instructional resources
Ensure that the funding allocation is sufficient to meet the mission of the school
Provide bonus pay and additional supplements
Make schedules flexible and adaptable to meet the personal and professional needs ofstaff
Provide financial support for relocation (e.g. moving, housing, security deposit)
Provide financial assistance in paying off college loans
Instructional Support Services
Introduction
Instructional Support personnel provide essential services to at-risk students. These professionalsprovide necessary support to promote academic and personal social development of students by
helping to ensure a smooth transition into and from an Alternative Learning Program, alleviating
and preventing problems that interfere with learning, and assisting staff to develop andimplement necessary academic and behavioral modifications in students educational programs.
Legislation
When a student is placed the appropriate staff in the alternative school or program shall meet to
review the records forwarded by the referring school and determine what support services and
intervention strategies are recommended for the student. (SB 1099- GS 115C-105.48 (b),Effective January 1, 2000).
Local boards of education should adopt policies that prohibit assignment of any professional
staff member who has received within the last three years a rating on a formal evaluation that is
less than above standard (GS 115C-47(32a) amended by HB168).
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Guidelines for Instructional Support Services and related staffing for Alternative
Learning Programs
The following should be considered minimal Instructional Support Services forAlternative Learning Programs. These services may be available on a full or part-time
basis, depending on the size of the ALP and needs of the students and staff.
Assistant Principal or Lead Teacher
School Social Work Services
School Counseling Services
School Psychological Services
School Nursing Services
On-site therapeutic services
Clerical support to assist with record keeping and communications
Best practices for providing Instructional Support Services in Alternative Learning
Programs
Employ well-trained staff
Make access to Instructional Support Services available to all students in ALPs
Provide support staff to work with court involved students
Coordinate resources between and among schools and community agencies
Develop partnerships with agencies and organizations to meet the diverse needs of ALP
students.
Develop an interagency council to collaborate on student needs (e.g. mental health,DHHS, Juvenile Justice).
Obtain services, as needed, from other professionals:
o Media Specialist
o Community Liaison/Volunteer Coordinator
o Behavioral Specialist
o Transition Coordinatoro School Resource Officer/Law Enforcement Office
Staff Development
Introduction
Staff development should be viewed as an essential component for achieving the mission of the
school and valued as an integral part of the school improvement plan. It should be designed to
meet the specific needs of students, school staff, and LEA, as well as including componentsappropriate for parents. While staff development offered by the LEA strengthens teaching
methods and helps develop strategies for incorporating best practices, additional staffdevelopment is necessary to address the unique or special needs of students in an alternative
setting.
Legislation
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The local board shall provide appropriate staff development. Alternative schools programs shall
incorporate best practices for improving student academic performance and reducing disruptive
behavior (GS 115-47(32a) amended by SB 1099).
Guidelines for providing staff development in Alternative Learning Programs
Staff development should be guided by a clear, coherent strategic plan for the AlternativeLearning Program.
Staff development should focus on student needs and learning outcomes.
Staff development requires and fosters the norm of continuous improvement.
Staff development provides adequate time during the workday for staff members to learn
and work together to accomplish the schools mission and goals.
Staff development uses a variety of staff development approaches to accomplish the goals
of improving instruction and student success.
Staff development provides for the three phases of the change process: initiation,
implementation and institutionalization.
Staff development prepares teachers to use research-based teaching strategies appropriate
to their instructional objectives and their students. Staff development facilitates staff collaboration with and support of families for
improving student performance (National Staff Development Standards, 1997).
Best practices for implementing staff development activities
Staff development programs should be established by using a set of assumptions grounded in
research and best practice and include the following:
carried out at the local school level,
site specific,
involve educators in the local school as planners, trainers, and participants,
foster collegiality and collaboration (i.e. collegiality is more than congeniality. It meansconnecting on a professional level with other school staff looking for new ideas,
advice, and a forum to test models of teaching),
increase knowledge, change attitudes, and build skills,
have every possible support for the changes in work behavior required,
help teachers to see a vision for how this impacts on the classroom,
uses a research-based training model (e.g., observation, follow-up demonstration
teaching, visitation, and coaching, debriefing sessions, re-teaching),
take place over a long period of time,
become automatic for educators that they can do without study or effort as if they
were on automatic pilot,
based on adult learning theory, that facilitates the establishment of learning communitiesin the school (National Staff Development Standards, 1997).
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Program Evaluation
Legislation
SECTION 1. G.S. 115C-12(24) reads as rewritten:
" 115C-12. Powers and duties of the Board generally.
The general supervision and administration of the free public school systemshall be vested in the State Board of Education. The State Board of Education
shall establish policy for the system of free public schools, subject to laws
enacted by the General Assembly. The powers and duties of the State Board ofEducation are defined as follows:
The State Board shall evaluate the effectiveness of alternative learningprograms and, in its discretion, of any other programs funded from the
Alternative Schools/At Risk Student allotment.
Local school administrative units shall report to the State Board of Education onhow funds in the Alternative Schools/At Risk Student allotment are spent and shall
otherwise cooperate with the State Board of Education in evaluating the alternative
learning programs. As part of its evaluation of the effectiveness of these programs, the
State Board shall, through the application of the accountability system developed underG.S. 115C-105.35, measure the educational performance and growth of students placed
in alternative schools and alternative programs. If appropriate, the Board may
modify this system to adapt to the specific characteristics of these schools.Also as part of its evaluation, the State Board shall evaluate its standards
adopted under this subdivision and make any necessary changes to those standards
based on strategies that have been proven successful in improving studentachievement and shall report to the Joint Legislative Education Oversight
Committee by April 15, 2006 to determine if any changes are necessary to improve
the implementation of successful alternative learning programs and alternative
schools.
SECTION 3. G.S. 115C-47(32a) amended by addingthe following at the end:
" 115C-47. Powers and duties generally.
In addition to the powers and duties designated in G.S. 115C-36, local boards of
education shall have the power or duty:
(32A) Local boards shall assess on a regular basis whether the unit's alternative
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schools and alternative learning programs comply with the State Board's
standards developed under G.S. 115C-12(24) and whether they incorporate best
practices for improving student academic performance and reducing disruptivebehavior, are staffed with professional public school employees who are well
trained and provided with appropriate staff development, are organized to
provide coordinated services, and provide students with high quality andrigorous academic instruction.
Introduction Part A: Assessment of Program Needs
Given the need and requirement to serve ever-increasing numbers of students at risk of academicfailure and/or disorderly/disruptive behavior, and to serve them with existent funding and
resources, planning for such programs needs to be strategic, systematic and careful. Another
factor that places a premium on quality planning is that alternative education is expected to be as
accountable for its efforts as regular education.
Legislation and State Board of Education Policies
Each LEA shall develop a LEA safe schools plan designed to insure that every school is safe,
secure and orderly (G.S. 115C-l05.47).
The local board of education and local education agency shall conduct a needs assessment thataddresses all schools in the LEA, as a basis for developing goals and objectives of the safe
schools plan (Fall 1999 SBE policy Guidelines for Developing the LEA Plan for Alternative
Education and Safe Schools).
The local education agency shall assess and identify students who are at risk of academic or
disruptive/disorderly behavior, and document the procedures used to identify such students (G.S.115C-105.47, -105.48).
Each local board of education shall establish at least one alternative learning program (ALP) and
guidelines for assigning students to these programs (G.S. 115C-47 (32a). The Alternative andSafe Schools/Instructional Support Services Section, Division of School Improvement,
Department of Public Instruction, will monitor the development of these plans and provide
technical assistance to schools and LEAs regarding the implementation and evaluation of ALP
programs and schools.
Each school improvement plan shall include a plan that specifies effective instructional practices
and methods to improve the academic performance of students identified as at risk of academic
failure or at risk of dropping out of school (G.S. 115C.27).
Each local education agencies Safe School Plan shall include a clear statement of the servicesthat will be provided to students who are assigned to an alternative school or program (G.S. 1
15C-105.47(b)(13a).
Guidelines for Assessing Program Needs
From a combined list of all schools suspected at-risk student needs, the LEA shouldconsolidate the list into categories of need, and then determine which needs present the
greatest risk. Based on identified priority student/program needs, the LEA should develop
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goals and measurable objectives, identify the resources needed, and develop a program
budget to address identified needs (Program Budget). This and the above guideline will
assure that the LEA can demonstrate that its planning efforts are responsive to criticalidentified needs (e.g. suspended and expelled students).
At the same time that student needs are identified, the LEA should conduct an assessment
of all potential relevant resources that exist within the system and the school community,which could be subsequently utilized in addressing identified needs.
While considering identified available resources, the LEA should begin to develop
strategies that are necessary to achieving its projected alternative and safe schoolsobjectives. As strategies are proposed that involve possible interventions for priority
student needs, such interventions should be considered as part of a continuum of
interventions that involves school or LEA placements for addressing student needs.
As the LEA plans for its first or an additional ALP, such a program should respond to
unmet student needs as well as complimenting and coordinating with other identified
resources and intervention options. This will help to assure efficient and effective use andprevent duplication of essential resources.
Once an ALP is conceived, all major components of the program must be planned,including:
o the physical environment: designation of a safe and secure program site
o appropriate curricula
o effective instructional practices
o appropriate staffing
o coordinated services
o positive school climate
o other necessary resources
Best practices in assessing program needs
The mission and purpose of an ALP should be based on identified student needs that theprogram seeks to address, and the programs relationship to other intervention programs.
An effective way to accommodate and plan to address multiple student needs is to
consolidate and prioritize such needs into manageable categories.
Designing an ALP is most efficiently done by determining how the program can
compliment and coordinate with other available and proposed interventions and
resources.
Insuring a safe and secure physical environment is an essential foundation for developing
effective social and academic components of the program (Assessment Inventory).
Curricula should be based on or integrated with the NC Standard Course of Study.
The identified needs of the students to be served should guide the selection of ALP staffand the instructional methods they use.
Introduction Part B: Evaluation of Staffing and Staff Development
As with regular education, the quality of teaching and instructional support services are
the lifeblood of the educational program. Just as ALPs should not be dumping grounds
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or warehouses for students that regular schools dont want to serve, neither should they be places
to which poorly qualified or low performing professional staff are assigned. Critical to the
success of ALPs will be the program administrator, teachers and instructional support staff.
Legislation and State Board of Education Policies
The State Board of Education, in consultation with local boards of education, shall developuniform performance standards and criteria to be used in evaluating professional public school
employees (G.S. 115C-335).
Local boards of education shall assess on a regular basis whether ALPs are staffed withprofessional employees who are well trained and provided with appropriate staff development
(G.S. 115C-47(32a). The General Assembly urges local boards to adopt policies that prohibit
superintendents from assigning to any alternative learning program any professional publicschool employee who has received within the last three years a rating on a formal evaluation that
is less than above standard (G.S. 115C-47(32a)). Teachers must have at least four years'
teaching experience and have received an overall rating of at least above standard on a formal
evaluation and are certified in the areas and grade levels being taught (115C-105.47A (5a)).
Each school shall incorporate into its School Improvement Plan effective instructional practices
to improve the academic performance of students identified at risk of academic failure ordropping out of school (G.S. 115C-105.27).
Guidelines for the evaluation of Alternative Learning School or Program staff
The ALP must be staffed with the most capable and appropriately trained professionals
available, preferably those with experience in alternative or affective education.
Staff who are selected should have adequate time and resources to prepare for their
responsibilities.
Staff development should be targeted to both effective operation of the overall ALP andspecific needs of staff members.
Best practices in the evaluation of staff
Staff members hold can DPI licenses appropriate for the grade level or subjects theyteach.
Staff members have sufficient time during the daily-weekly operation of the ALP to
permit necessary communication, planning and coordination to take place.
Staff should be evaluated using the best available performance appraisal instruments.